EDUC9234 Professional Experience 1 and Languages Pedagogy (Primary R-7)

2016

4.5

1 x 2-hour workshop weekly
1 x 40-day field placement per semester

1 Admission into MTPR-Master of Teaching (Primary)
2 EDUC9125 - English Curriculum Studies 1: Literacy in Changing Educational Contexts
3 EDUC9131 - Professional Experience: An Introduction (Primary R-7)
Must Satisfy: (1 and 2 and 3)

1 of EDUC3527, EDUC9232 has been successfully completed

Two years minimum completion of university studies in a second language other than English or equivalent.

Professional Experience 1 and Languages Pedagogy occurs in the first year of the Master of Teaching program and is specially designed for students who intend to teach languages in primary schools. Four consecutive weeks (20 days) plus 5 planning days are spent in a metropolitan or country junior primary, primary, or primary/secondary combined school in general classroom. Emphasis is placed on the gradual assumption of the responsibilities of the teacher. Links should be made between the theoretical understandings about teaching and learning and the practice of teaching. The pre-service teacher is expected to demonstrate professional relationships with all members of the school community as well as the ability to plan and deliver effective learning experiences to students. They will reflect on their personal performance and respond to feedback about that performance, thus beginning the reflective enquiry process that is the hallmark of an engaged professional. Students must receive a passing grade on their Professional Experience 1 report to continue on with this topic. After Professional Experience Placement students receive an introduction to curriculum and pedagogy in the field of languages with a particular focus on classroom application. This topic fosters enquiry as an essential educational practice in languages education. It investigates theory informed cross-cultural and cross-curriculum practice in languages education.

Professional practice aims:

• interact appropriately with all members of a school community

• practise assuming the role of the teacher with the guidance of a registered teacher

• draw on their theoretical understandings about teaching and learning when planning for teaching

• provide written plans for, prepare for and manage learning experiences for the whole class with the support and guidance of the class teacher

• observe and evaluate student learning

• reflect on their own performance and with the guidance of the mentor teacher seek to continually improve their teaching and management of classroom interactions
  Languages Pedagogy aims:
  • Develop students’ knowledge of languages curriculum and pedagogy , particularly as it relates to primary school language programs

  • Examine policies and practices relevant for languages learning and teaching

  • Introduce and foster enquiry into the relationship between theory and practice in language teaching

  • Explore principles of intercultural language learning and intercultural communicative competence and consider how these may apply in practice

  • Foster reflective practice in all aspects of language teaching, learning and assessing

On completion of this topic students will be able to:

Professional practice outcomes:

• demonstrate appropriate interactions with all members of the school community

• assume the role of teacher with the guidance of a registered teacher

• link research and theoretical understandings with teaching practice

• provide written lesson plans for their teaching

• demonstrate teaching skill through the preparation for and delivery of lessons

• observe and evaluate student learning

• reflect on their own learning and respond to the guidance of their mentor teacher to improve their teaching and management of classroom interactions, thus exhibiting the behaviour of an engaged professional
  Languages Pedagogy outcomes:
  • Critically analyse contemporary language learning and teaching theories, approaches and methods

  • Identify and critique key elements of languages curriculum policy documents

  • Investigate and evaluate resources to support teaching and learning plans

  • Demonstrate understanding of key issues in languages education, including literacy, integrated curriculum, use of ICT, and development of critical and creative thinking

  • Design and evaluate teaching and assessment plans (lessons and units) that address the needs of diverse learners and that foster critical and creative thinking and intercultural understanding